Diagnostic Lesson

Procedure
Level: B2 Upper Intermediate

Date of Lesson: 24/07/15

Time of lesson: 1.30 3.30 (60minutes)

Stage and Aim

Procedure

Interaction

Timin
g

Lead-in
To generate
interest in the
lesson topic.

T presents SS with pictures (on the smart board) of books.

T asks the question what type of books are these and
why?

T-SS

C. 5

SS-SS

SS talk in pairs to discuss ideas about pictures.

To activate
schematic
knowledge in
preparation for
the grammar
presentation.

SS-T
SS give T feedback on what they think.
T-SS
Concept check topic.

Vocabulary
To generate
vocabulary
they may use
in the grammar
introduction.

T presents the vocabulary activity 2 (student book pg 26,

see handout 1). (Concept check the task.)

To elicit prior
knowledge.

SS compare answers with a partner.

T-SS
SS

SS match the words with the vocabulary on their own.

T-SS
T switches partners around.
SS-SS

To introduce
new knowledge
on the subject.
To drill

T-SS
SS go through the answers with the teacher, drill
vocabulary words with each answer. (T write up vocab on
board)
T-SS
T presents task 3 (student book pg 26, see handout 1).
(Concept check the task.)

Eloise Mandy Warren Diagnostics lesson

C. 15

Notes

Diagnostic Lesson
pronunciation.
In pairs SS match the food vocab to the picture.
SS feedback answers to the T and then T checks that
there were no words they struggled with.

SS-SS
SS-T

T-SS

Presentation
of Grammar
To introduce
the grammar in
context.

Quick chain drill of those words. ( T write up vocab on

board)
T moves partners around again.

T gives the class a cut up recipe ( see hand out 2). Asks
the class to put the recipe in order in their pairs.

T-SS
SS-SS

c.10

SS feedback the answers to the T.

To get the
students to
understand the
grammar
context.
Controlled
practice
Students begin
to look at the
use of the
grammar in
context.
To have the
students use
the grammar in
a controlled
manner.

SS-T
T asks students to then in their pairs to underline or
highlight the quantity in the recipe.
SS feedback answers to the T.
T asks students to do exercise 7 on their own (students
book pg 27, see handout 1). (Concept check the task)
(This is a flexi task and can be compressed to straight
pair work)

T-SS
SS-T
T-SS
SS-SS
SS-T

SS check their answers with the SS next to them.

SS feedback answers to the teacher (on board).

T-SS

T asks students to then look at the words in pairs and

place them in the table (see hand out 1 and 3)

SS-SS

SS confer with each other to fill in the table.

SS-T

SS feedback to the T.
Eloise Mandy Warren Diagnostics lesson

c.15

Diagnostic Lesson

Freer practice
Students
produce the
target
language in a
more natural
way.

T asks SS to think of a dish they know how to cook, make

quick notes and then explain how to make it to a partner.
SS make quick notes and then explain to a partner.

T-SS

T monitors and gives positive feedback and on the spot

correction if needed. (Maybe write some incorrect
sentences down).

T-SS

T puts up any sentences that needed to be corrected and

feeds back on ideas and maybe gives students something
the T feels they may need practice on. (this is a flexi
activity and can be removed).

T-SS

C.10

SS-SS

Students have
to show their
own knowledge
in order to
achieve the
task.
Feedback

Top tip: When you are shopping think to yourself or a talk

to a friend, is it countable or uncountable? What words
can you use to count it? E.g. oo bananas, they are
countable, I shall have 5 bananas.

Eloise Mandy Warren Diagnostics lesson

c.5